Curriculum Overview 2021-2022 Taipei European School British Primary Section
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Curriculum Overview 2021-2022 Taipei European School British Primary Section
CONTENTS THE BRITISH PRIMARY SECTION 3 Introduction 3 The Learner Profile 4 Values 5 REPORTING 6 ENGLISH LITERACY 7 NUMERACY 9 INTEGRATED CURRICULUM 11 PHYSICAL EDUCATION 14 MUSIC 17 ART 19 THE FOUNDATION STAGE PROGRAMME 20 CHINESE LANGUAGE AND CULTURE (CLC) 22 PSHE 25 HOME-LEARNING 26
THE BRITISH PRIMARY SECTION
Introduction
The British Primary Section (BPS) of the Taipei The National Curriculum for England is organised
European School covers Nursery through to into blocks of years called ‘Key Stages’. Key
Year 6 in a child's education. These years are Stage 1 includes Year 1 and 2, while Key Stage 2
crucial to the foundation of a child’s academic incorporates Years 3 to 6. The curriculum focuses
and social development. The Early Years and on learning key concepts and understanding
Primary Curriculum, in addition to the pastoral these at greater depth. It is filled with skills and
framework, aim to maximise each student’s prioritises reasoning and application in all areas.
talents and potential. The English National Curriculum for Primary
Schools is world-renowned and respected. In
The Early Years Foundation Stage Framework the British Primary Section we have tailored the
reinforces the notion that 'play is children’s curriculum to include a set of standards, or age-
work' (Susan Isaac) and that young children related expectations, for all the subjects and
learn most effectively through the medium of year groups. These standards are in line with the
play. We aim to help children acquire vital life National Curriculum for England.
skills, which will increase their understanding
of themselves, of others, and of their Woven into the curriculum are our School Values
environment. The Framework was revised in and Learner Profile. It’s not enough for children
September 2014, with more focus on the things to just keep learning more information at the
that matter most. The revised Framework expense of learning how to use that information
focuses not only on what children learn, but and work with others. As well as learning about
how they learn. There is a greater emphasis a variety of subject areas, children need to learn
on parents as partners, by involving them as how to learn, how to think for themselves, think
much as possible in their child’s learning and alongside others, and be motivated to keep
development. on learning throughout their lives. Our School
Values and our Learner Profile help your child to
learn these things.
Curriculum Overview 2021-2022 | 3
The Learner Profile
The BPS Learner Profile was developed by staff, students, and parents and is a precursor to the
International Baccalaureate (IB) Learner Profile. It is a distinctive set of attributes that we aim to instil
in our students before they exit the BPS after Year 6. The attributes are a sound base for students to
launch into the IB Learner Profile that is used across our British Secondary and High School.
The Learner Characteristics are:
Characteristic Description
We are
BPS students have the ability to think creatively, critically, and analytically. They
are inquisitive about their learning and the world around them. They seek to solve
problems, apply strategies, and adapt to new situations presented to them.
Thinkers
We are
BPS students are confident to take risks and committed to their learning journey.
They take risks to experience new opportunities in learning and in life. They are
resourceful in new situations and face challenges with optimism and an open
mind.
Adventurers
We are
BPS students are effective communicators. They can select and use multiple
modalities of communication to express, justify, and reason their learning. They
are articulate and fluent, and know when to collaborate and when to work alone.
Communicators
We are BPS students are globally aware. They understand international culture and
have a secure identity of their place in the world. Their learning is with an
international perspective and prepares them for life on the world’s stage. They
take responsibility for their behaviour in the world and to those who share it with
them. They make considered decisions based on sustainability and environmental
Global Citizens
impact, protecting what they have for their future and for those that follow.
We are
BPS students are aware they need to have a healthy mind and a healthy body in
order to achieve their full potential. They are socially and emotionally intelligent,
reflective and supportive. They understand that their bodies and minds need care
and stimulation in order to grow.
Healthy
We are
BPS students are aware of their future and take an active role in shaping its
design. They are responsible citizens and are able to set goals, plan for, and
implement actions for the benefit of themselves and others.
Future Focused
We have
TES students have a core set of values at the heart of their learning and are
expected to model these behaviours at all times. In addition, BPS students are
expected to be polite, honest, and respectful. They are resilient, and despite
difficulties, they will move forward and learn from challenges they face.
Values
We have
BPS students are empathetic towards people, creatures, and situations. They
show kindness to those in need, and care without hesitation. They give their
kindness, care, and time with no expectation of receiving anything in return.
They seek fairness and equality for our community.
Empathy
We have BPS students are honest and have high moral principles. They have a unique
sense of self and are proud of who they are, what they know, and what they
believe in. They are role models for their peers, and are encouraged by their own
Integrity success. They are loyal to their learning.
4 | Curriculum Overview 2021-2022
Values
The BPS Values are essentially our school rules. They are a set of values developed by all Sections in
consultation with staff, students, and parents. They are important to the way we function and work
within our curriculum, school, and across our campus.
The Values are:
,
Curriculum Overview 2021-2022 | 5
REPORTING
Feedback on progress and achievement is reported to parents and students in a range of ways. Parents
receive an Individual Learning Record (ILR) at three points throughout the academic year. This record
indicates how a child is progressing in relation to the standards or age-related expectations for their
year group in all curriculum areas. The ILR uses the following scale:
NYT (NOT YET TAUGHT)
This area of the curriculum has not been taught to your child yet. Your child will receive this teaching at
a later time in the year.
D (DEVELOPING)
Your child is developing understanding in this area. Independence is beginning, although learning
still requires some consolidation, fluency, and consistency. Your child has mastered less than half of the
key objectives in that area.
C (CONSOLIDATING)
Your child is developing a secure base in this area. Independence is usually evident, but learning still
requires further consolidation, fluency, and consistency. Your child has mastered more than half of the
key objectives in that area.
M (MASTERY)
Your child is secure and has a thorough understanding of the age-related target area. They demonstrate
consistency, fluency, independence, and reason their thinking. Mastery students are able to apply and
transfer age-related learning. Your child has mastered all of the key objectives in that area.
GD (GREATER DEPTH)
Your child has achieved Mastery and is now able to create, evaluate, and analyse using the age-related
concepts. This is above the expected standard depth of application and understanding required in this
age-related area.
In addition to the Individual Learning Record, academic reports are issued in December and June. These
report on all the areas taught and have personal comments and targets related to individual students.
At three points during the academic year, parents will be invited to attend parent-teacher conferences.
The initial meeting will be with the classroom teacher to discuss how the child is settling into their
new year group and to set targets. The following two meeting points include classroom teachers and
specialists. The purpose of these meetings is to discuss progress.
6 | Curriculum Overview 2021-2022
ENGLISH
LITERACY
Overview Reading
Although this is a subject in its own right, it is also the Reading in the BPS is broken into seven essential
medium the BPS uses for teaching. The aim of English areas: decoding, knowledge, comprehension,
is to develop spoken language, reading, writing, and analysis, synthesis, evaluation, and application.
vocabulary. Understanding the language provides These areas are based on Benjamin Bloom's
access to the whole curriculum. Fluency in English is Taxonomy of Thinking and the English National
an essential foundation for success in all subjects. Curriculum. Under each essential area there is a
set of standards for each year group in Key Stage
The overarching aims in teaching English are that 1 and Key Stage 2. These can be found in the
students will: Individual Learning Records.
read with fluency and have a sound understanding
of the text, while developing higher order thinking Guided Reading is the primary method in which
skills reading is taught in the BPS and consists of
develop a love of literature small-group reading instruction designed to
acquire a wide vocabulary, an understanding of provide differentiated teaching that supports
grammar, and knowledge of linguistic conventions students in developing reading proficiency. The
small group model allows students to be taught
write clearly, accurately, and coherently, while
in a way that is intended to be more focused on
adapting language for appropriate contexts
their specific needs, accelerating their progress.
use discussion in order to learn – students should
be able to elaborate and explain clearly and Beginning in the Foundation Stage and moving into
convincingly their understanding and ideas Key Stage 1, students are exposed to a phonics
be competent at speaking and listening, making programme. This prepares children for learning
formal presentations, demonstrating to others, and to read by developing their phonic knowledge and
participating in debate skills. The programme allows students to recognise
sounds (phonemes) and their symbols (graphemes),
Spoken Language particularly in words, enabling correct spelling.
Spoken language underpins the development of
reading and writing. The quality and variety of In addition to the above, teachers will read to their
language that students hear and speak are vital for classes, include shared reading sessions in their
developing their vocabulary and grammar and their programme, and oversee that students take a book
understanding of reading and writing. With this in home to read with their parents. Upper Key Stage 2
mind, the BPS has divided the statutory requirements students will self-select and write a weekly reading
for Years 1-6 into Speaking and Listening and reflection on their independent home reading.
assigned progressive standards to each year group.
These can be found in the Individual Learning Writing
Record. Students are offered speaking and listening In the BPS this area is divided into seven strands:
opportunities on a daily basis and across all subjects.
In addition, more formal situations are organised and composition and effect
explicitly taught at appropriate intervals over the year structure and organisation
for all year groups. Opportunities are given to work in grammar/sentence structure/vocabulary
groups of different sizes including pairs, small groups, punctuation
large groups, and whole class. This allows students drafting/editing/proofreading
to develop confidence and competence in spoken spelling
language and listening skills. handwriting
Curriculum Overview 2021-2022 | 7
The standards for each year group that accompany Assessment
these areas can be found in the Individual Learning
Record. Teaching of writing is usually carried Students are assessed in a range of ways, including:
out through exposure to varied genres that are
explicitly taught for periods of time. These genres teacher observation
generally cover: expository, persuasive, descriptive, peer observation
and Narrative text-types as well as poetry. As far Seesaw feedback
as possible, writing is contextualised within our self and peer assessment
Integrated curriculum in order to make for a richer, question and answer sessions
more authentic learning experience. Additional, running records
incidental writing opportunities are created in many PTE external test
other learning areas, across the curriculum. NGRT test
Comparative judgment
Big Write is embedded in the programme, allowing anecdotal notes
students regular opportunities to practice their
writing skills for sustained periods of time. Parental
involvement in the Big Write process is crucial,
allowing students to orally rehearse what they will
write about ahead of time through the means of Big
Talk Homework. Teachers then model writing and
through VCOP (Vocabulary, Connectives, Openers,
Punctuation) activities, students are exposed to new
vocabulary, punctuation, and grammar. In addition,
the BPS uses the award-winning ‘No Nonsense’
spelling programme appropriate to each year level
from Year 3 to 6. In Year 1 and 2, spelling is closely
tied to the phonics programme.
8 | Curriculum Overview 2021-2022
NUMERACY
Overview pupils who grasp concepts rapidly are challenged
This creative and inter-connected area of the through being offered rich and sophisticated
curriculum is essential to everyday life, and critical to problems before any acceleration through new
science, technology, and engineering, in addition to content
financial literacy and most forms of employment. For
these reasons, numeracy is characterised as a core A mastery approach to learning is not a new
curriculum area. idea, in fact the notion originates with educational
psychologist Benjamin Bloom. Other renowned
The aims are that students will become: educators have further developed the approach
since then and many classroom educators now
fluent in the fundamentals of numeracy with a use this as their pedagogical approach. At BPS,
focus on ensuring that deep conceptual teachers plan, deliver, and assess numeracy
understanding takes place lessons in a mastery way. Our priority is to ensure
lessons are engaging and provide a way for
able to reason mathematically by following a line of
enquiry, conjecturing relationships and students to see a concept using concrete materials
generalisations, and developing an argument, and examples. This will allow deep conceptual
understanding that can be transferred across
justification, or proof using mathematical language
situations and ideas. In addition, we believe in
able to solve problems by applying their the word ‘yet’. This means we develop students to
numeracy to a variety of routine and believe that although a concept may be challenging
non-routine problems with increasing and they have not grasped it ‘yet’, they are in fact
sophistication, including breaking down problems capable and expected to understand it with the
into a series of simpler steps and persevering in right teaching and time.
seeking solutions
The programmes of study are organised into distinct
key areas, however learners should make rich
connections across mathematical ideas to develop
the above aims.
In the BPS, teachers use a specific mastery learning
approach when delivering the curriculum. This
means:
emphasis is placed on deep conceptual
understanding as opposed to rote learning and
memorised calculations
skills are developed systematically
children have concrete and pictorial experiences in
addition to learning the abstract notation needed
for numeracy
we believe all students have the ability to learn the
concepts of numeracy, also known as a growth
mindset
Curriculum Overview 2021-2022 | 9Course Content
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Number and Number and Number and Number and Number and Number and
place value to 20 place value place value place value place value place value
Addition -
Addition and Module 1 and 2 Addition and Addition and Addition and Addition and
subtraction to 10 Subtraction - subtraction subtraction subtraction subtraction
Module 1 and 2
Multiplication & Multiplication & Multiplication & Multiplication & Multiplication &
Multiplication
division division division division division
Fractions Division Fractions Fractions Fractions Fractions
Properties of Properties of Properties of Properties of Properties of Properties of
shape shape shape shape shape shape
Position and Position and Position and Position and Position and
Statistics
direction direction direction direction direction
Measurement Fractions Measurement Measurement Measurement Measurement
Statistics
Number and place
Measurement Statistics Statistics Statistics Statistics
value to 100
Addition and Time:
Decimals Decimals Decimals
subtraction to 20 Measurement
Money:
Algebra
Measurement
Proportion and
Time:
ratio
Measurement
Assessment
Students are assessed in a range of ways, including:
teacher observation
peer observation
Seesaw feedback
self and peer assessment
question and answer sessions
anecdotal notes
PTM assessment test for Years 1-6
10 | Curriculum Overview 2021-2022INTEGRATED
CURRICULUM
Overview For assessment and self-evaluation, the children
Science, History, Geography and Technology are were given specifically designed rubrics that assessed
taught across all year levels in the British Primary the core national curriculum standards that were
Section. We follow the National Curriculum for being taught during this unit. These rubrics were
England for our year level objectives, and ensure presented to the children at the beginning of the
a balance of skills and knowledge are learned and project so they understood the expectations and how
applied within exciting integrated units of study. Our to be successful throughout the unit. To align with
objectives have relevance and importance to our our Learner Profile, the children also used rubrics to
school Vision, Mission, Values and Learner Profile. assess themselves as Communicators and Thinkers.
For example, during a cooperative research session
We define these subject areas under the umbrella of (also called jigsaw) the children self-assess their
‘Integrated Curriculum’. This is because research has collaboration skills; I help my team; I listen to the
shown the best way to teach these subject areas is ideas of my team; I share my ideas with my team; I
not in isolation, but through authentic and meaningful treat my teammates with respect. When children are
contexts which connect and complement other areas taught and equipped with the right skills, this leads to
of study. These connections cut across subject-matter children being able to gather and obtain knowledge
lines and learning is emphasised through unifying more easily. This then allows children to take the
concepts. learning in the direction that they want to take it, thus
improving student choice, voice and engagement.
For example, within a Year 2 Integrated Curriculum
unit, the children focused on both Geography Our integrated curriculum means that teachers are
and Literacy when given the question, "How do charged with creating challenging, meaningful, and
I persuade tourists and children to visit Taipei?". fun learning experiences that help children connect
Using an integrated approach, first the children their learning with the past, present, and future. An
thought critically about what they understood about inquiry process, where children are immersed in
the subject. Using a scaffolded approach via deep new learning around specific objectives and then
immersion and hooks, the children were able to form challenged with an application task, enables them to
their own questions which would guide them through apply this new learning within a realistic context.
the project. These questions ranged from "What is a
tourist and what does promote mean?" to "How can I Course Content
make a green-screen to make a video about a tourist
History is divided into four key strands from Year 1 to
site?" Having been given the project and product
6. They are: History Skills, Historical Understanding,
outline, the children then experienced a variety of
Historical Enquiry, and Periods in History. Progression
learning experiences.
in these areas is built over the 6 years of Key Stage
one and two.
These learning experiences included identifying the
features of brochures, map drawing and design, as
Geography is also divided into four key strands. They
well as understanding human vs. physical features
are: Enquiry and Investigation, Location and Place
within Taipei. Importantly, the children needed to
Knowledge, Human and Physical Geography, and
learn the skills of research for their project. Using
Geographical Skills and Fieldwork.
graphic organisers and carefully selected resources,
the children learned how to extract information and
Science is divided into specific areas for each year
place into their own words. The children were taught
group in line with the recommendations from the
how to do this via modelling and shared writing
National Curriculum. In addition, Working Scientifically
experiences.
skills are woven through all the units of Science,
however, in years 2, 4 and 6, these specific skills are
assessed and reported on.
Curriculum Overview 2021-2022 | 11Our planning allows for important events, special Learners at TES BPS use technology and the process
occasions, and topical news that may spark a child’s of design, make and evaluate to inquire, create,
interest or require some explicit teaching and collaborate, communicate and safely take risks
dedication of time. Even with the best foresight, in order to arrive at solutions to meaningful, real
unforeseen circumstances arise and by maintaining world problems. When they move on from TES BPS,
flexibility and an open mind, we ensure that no they are confident users of technology in a range of
opportunity is wasted! contexts, understanding the benefits, limitations and
risks associated with its use.
Assessment The use of technology to support learning is
Students are assessed in a range of ways, including: embedded across all curriculum areas from EYFS
to KS2. Beginning with the use of specialised
teacher observation cloud based software and apps to support specific
peer observation skills development, as children progress through
Seesaw feedback the school they learn to use an increasing range
self and peer assessment of devices, software, skills and applications.
question and answer sessions Our curriculum is designed to give children the
anecdotal notes opportunity to make the most of the technologies
available to them, adapting to new ways of doing
things as technologies evolve and limiting the risks to
Integrated Technology themselves and others in a digital environment.
We are living in a world where we are surrounded
TES BPS provides an impressive technology rich
by computers. Our homes are full of devices that are
learning environment for our students and teachers
controlled by a computer; from the washing machine
and, beginning in August 2021, we will begin to roll
to the games console to the ever present mobile
out a 1 to 1 device programme. All classrooms are
device. As a consequence it is imperative we give our
equipped with either Flat Screen Technology or an
children an understanding of how these devices work;
interactive white board with access to both wired and
how they communicate with each other and how they
wireless networks. All of our teachers are provided
can influence our lives. To this end ‘Computing’ is very
with Lenovo Thinkpad laptops and an iPad whilst
much at the heart of our curriculum, reflecting our
our students have access to Laptops, Chromebooks
belief that the learning opportunities of those who are
and iPads. In addition the school is extremely well
not confident users of computer technology would be
resourced with teachers and children having access
severely diminished, as would be their job prospects
to a wide range of developmentally appropriate
and the extent of their participation in today’s society.
software and hardware to enhance the curriculum
We recognise the enormous potential of leveraging
including drones, GoPro cameras, handheld video
modern technology to enhance and enrich learning,
cameras, VexIQ robots, Lego Robotics kits, floor
and are committed to preparing our children to be
robots, Microbit devices, digital microscopes, hand
successful in a society permeated with technology.
held data logging devices, vinyl cutting machines and
3D printers to name a few.
Our goal is to provide our students and teachers
with access to a range of Education Technology that
allows for the seamless integration of technology into
the learning & teaching process in order to deliver
genuinely transformational learning opportunities
which are innovative and provide for an enhanced
learning experience across the curriculum, very much
a STEAM ethos.
12 | Curriculum Overview 2021-2022The specific computing and Design Technology
skills of the National Curriculum for England are
taught in conjunction with the learning objectives
of the other major curriculum areas. When taught
in this context, children use technology as a vehicle
or a powerful tool to solve problems and develop
digital wisdom, as well as allowing our teachers
to embed the use of technology as a learning
tool across the curriculum. Our class teachers
are supported in this integrated approach by two
Digital Lead Teachers, each one working alongside
a specific Key Stage, as well as a dedicated
Technology Enrichment Teacher.
At TES BPS all children in the school create a digital
portfolio of their schoolwork using the Seesaw App
which is shared live with parents to provide an
insight into their child’s learning and progress.
Technology Enhancement/
Enrichment
Through our three areas of computing; Algorithms Students will have the opportunity to enter a
and Programming, Information Technology and range of competitions during the year including
Digital Literacy, which are integrated across our Robotics and Coding competitions as well as a
curriculum, we ensure that students are provided range of STEAM Co-Curricular Activities (CCAs) such
with opportunities to tinker, create, debug, solve as building flying aircraft, creating stop motion
problems, evaluate and create solutions to relevant animations and wearable technology using the
and real world problems using technology whilst Microbit platform. Students are also encouraged
learning to keep themselves safe online. to become members of the Tech Crew who model
good behaviour with technology, support teachers,
Assessment develop their skills and become a showcase for
what is achievable. The Tech Crew are also trained
Assessment is ongoing to raise achievement by to carry out specific jobs such as charging devices,
informing both students and teachers of the next keeping robot firmware up to date, testing new
steps to take on their learning journey. Students apps and trialing new technology and equipment.
are assessed in a range of ways, including:
teacher observation
peer observation
Seesaw feedback
self and peer assessment
question and answer sessions
anecdotal notes
Curriculum Overview 2021-2022 | 13PHYSICAL
EDUCATION
Overview Students are assessed in a range of ways, including:
The vision and mission of the British Primary teacher observation
School Physical Education Department is to have a Self and peer review
programme which inspires every child to find joy Video analysis
in physical activity, within a safe, supportive, and Group discussion
vibrant learning environment. Inclusion, participation Question and answer sessions
and enjoyment are the underlying principles of a
“sport for all” ethos, which is designed to offer all
the chance to discover new skills. Our goals are to Early Years
engage every child and to cultivate a love for physical Pupils will explore fundamental movement skills
activity. Our child-centred approach to PE and Sport and develop their confidence through a range of
seeks to develop agility, balance, coordination as well fun engaging activities. Towards the end of the
as developing game strategy and the promotion of year, they will start to play basic team games to
healthy competition, and cooperative learning. The PE gain experience and understanding in working
programme also promotes the importance of health together and following simple rules.
and fitness and the broader implications of staying fit
and healthy not just in school, but as part of a healthy Key Stage 1
lifestyle. We aim to develop the building blocks of
Pupils should develop fundamental movement
physical literacy but equally as important, we also
skills, become increasingly competent and
seek to develop the emotional and thinking skills to
confident and access a broad range of
achieve in PE, sport, and in general life.
opportunities to extend their agility, balance and
coordination, individually and with others. They
Assessment should be able to engage in competitive (both
We approach assessment from a holistic perspective against self and against others) and cooperative
by looking at a collection of core skills we call ‘Multi- physical activities, in a range of increasingly
Abilities’. These multi-abilities are physical, personal, challenging situations.
social, cognitive, creative and swimming. These
qualities are at the core of our assessment process
and enable all children to achieve at various levels.
Through appropriate and consistent praise of positive
learning behaviours, pupils maintain a positive
attitude and can understand their personal areas of
strength and weakness. We also encourage children
to take responsibility for their learning with goal
setting and tracking their progress with the use of
ICT. Children will learn the benefits of participating,
cooperating, communicating, and persevering.
Through this approach, resilience and the attitude of
‘never give up’ can be nurtured and this provides all
pupils with a sense of ownership over their learning
and and the opportunity to flourish.
14 | Curriculum Overview 2021-2022Key Stage 2 Tribe Matches
Pupils should continue to apply and develop a
Tribe matches will take place at the end of each
broader range of skills, learning how to use them
unit of work. This is a wonderful opportunity for
in different ways and to link them to make actions
all children to represent their tribe and compete
and sequences of movement. They should enjoy
against other tribes in various sports. Each tribe
communicating, collaborating and competing with
competition is usually a tournament format and
each other. They should develop an understanding
mirrors the learning of the curriculum.
of how to improve in different physical activities
and sports and learn how to evaluate and
recognise their own success.
Co-curricular Activities (CCAs) and Competitive
Sports
We have an extensive CCA programme, which
allows our students to apply the concepts and
skills they are learning in PE lessons to a more
sport-specific and competitive environment. Some
students will have the opportunity to represent TES
and compete in sports tournaments both domestic
and international. TES is a founding member of the
Taiwan International Schools Sports Association
(TISSA) which provides competitive sport across
Taiwan. Additionally, we are a member of the
Federation of British International Schools in Asia
(FOBISIA) and attend the annual FOBISIA Games
in Phuket Thailand. Each academic year there is
also the possibility of other international sports
trips in various countries. These various events
provide our more talented sports students with the
opportunity to test themselves against their peers
from other international schools across Asia.
EYFS (Nursery & Reception)
Fundamental movement & skills - The skills of this unit form the basic building blocks of movement
1 and are an essential part of everyday life. Once these skills are mastered, the children can progress in
developing specialised movements that relate to sport.
Autumn Term
Creative Movement - A gymnastics based unit that has a focus on floor work. Pupils experiment with
2 different body shapes, balances, rolls and jumping & landing.
Athletics - Throughout this unit the children will learn about the different running, jumping and
1 throwing events in athletics. This unit finishes with Sports Day and enables all children to compete in
these disciplines to win points for their tribe.
Spring Term
Apparatus - Pupils will work with a broad range of equipment and apparatus to learn about climbing,
2 balancing and body control. This unit encourages children to test themselves and persevere in
challenging situations.
Games skills - In this unit, the children work on their teamwork skills. They will play a variety of small-
Summer Term 1 sided games with a focus on teamwork and also their ability to understand rules and follow a basic
strategy.
Curriculum Overview 2021-2022 | 15Key Stage 1 (Y1/Y2)
Fundamental movement & skills - The skills of this unit form the basic building blocks of
1 movement and are an essential part of everyday life. Once these skills are mastered, the children
can progress in developing specialised movements that relate to sport.
Autumn Term
Swimming - Curriculum swimming in KS1 is focused on water confidence as well as competence
2 in the fundamental skills. We aim to build confidence in the water and expect all children to be
able to swim at least 5m independently without a floatation aid
Creative Movement - A gymnastics based unit that has a focus on floor work. Pupils experiment
1 with different body shapes, balances, rolls and jumping & landing. They also investigate ways in
which they can link these movements and skills together.
Spring Term
Athletics - Throughout this unit the children will learn about the different running, jumping
2 and throwing events in athletics. This unit finishes with Sports Day and enables all children to
compete in these disciplines to win points for their tribe.
Games skills - Cooperation and teamwork skills are nurtured here. Pupils participate in
teamwork activities and also play a variety of small-sided games. Through these lessons, they
1 learn about the importance of working together, having a strategy and also about following
rules.
Summer Term
Striking and Fielding - This unit will enable pupils to understand the basic principles of striking
2 & fielding games. Activities are very simple but will build the fundamental components relating
to throwing/catching, hitting and strategy for striking & fielding games.
Key Stage 2 (Y3/4/5/6)
Creative Movement - A gymnastics based unit that has a focus on floor work. Students will
create a movement routine that incorporates different travelling, rolling, jumping, balancing and
1 body shapes. There is an emphasis on aesthetic performance and creativity. Students will work
independently and in groups to create and perform a sequence of movements and skills. This
unit enables students to be creative and express themselves.
Autumn Term Invasion Games 1 - An invasion game is any game where the aim is to attack an opponent's
2 territory and score a goal or point. During this unit, the children play a variety of small-sided
games with a focus on teamwork, keeping possession, attacking and defending.
Swimming - In KS2 swimming we refine stroke technique and aim to ensure that students
3 understand what it means to be an efficient swimmer. Breathing technique is a focus in this unit
and students will also learn about the basics of survival swimming.
Dance - Our dance unit will help students to understand transition and link different
1 movements. Also the students will develop their use of space, rhythm & expression and practise
different sections of a dance aiming to put together a performance.
Athletics - Throughout this unit the children will learn about the different running, jumping
Spring Term 2 and throwing events in athletics. This unit finishes with Sports Day and enables all children to
compete in these disciplines to win points for their tribe.
Invasion Games 2 - Continuation from the general skills learned during invasion games 1, here
3 we place a more sports-specific emphasis towards basketball.
Striking and Fielding - These are games in which players score points by striking an object and
1 running to designated playing areas or prevent opponents from scoring by retrieving the object
and returning it to stop the play. The focus of this unit is usually, t-ball and/or cricket.
Summer Term
Net Game - A net is a standard part of the game, especially where the net separates the
opponents and they cannot cross into the other area. The focus can be anything from volleyball
2 to tennis and these types of games are great for developing all key skills - Hand-eye coordination,
movement skills, strategy and teamwork.
16 | Curriculum Overview 2021-2022MUSIC
Overview
In Primary Music, we expand our musical learning
Early Years
through musical activities. Students from Nursery to
Year 6 have the opportunity to sing, play instruments, Students will be encouraged to sing songs, explore
perform, compose, and listen to various musical and play classroom instruments, develop their
genres. Our unit plans engage and inspire pupils to listening skills, respond to music and express their
develop a love of music and their talent as musicians, own ideas.
and so increase their self-confidence, creativity,
and sense of achievement. As pupils progress, they Key Stage 1
continue to develop a critical engagement with Students will use their voices expressively and
music, allowing them to compose and to listen with creatively by singing songs and speaking chants
discrimination to the best in the musical canon. and rhymes. They play tuned and untuned
instruments musically. They will learn to listen
Overall, TES Primary Music provides required and with concentration and understanding to a range
elective components: of high-quality live and recorded music and
experiment with, create, select, and combine
The required component (Class Music) is taught sounds using the inter-related dimensions of
based on two modules: music.
▪ Theory: Elements and Structures
▪ Music Making/Responding Key Stage 2
The elective component – school Music Groups. Students are taught to sing and play musically with
These may be elected on the basis of student and increasing confidence and control. They should
teacher interest: develop an understanding of musical composition,
▪ Beginner Band, Flute Ensemble, Jazz Band, organising and manipulating ideas within musical
Lower Choir, Orchestra, Upper Choir and Harp structures and reproducing sounds from aural
Ensemble memory.
Course Content
The requirements for Music in Key Stage 1 and Key
Stage 2 of the English National Curriculum require
students to:
play and perform in solo and ensemble contexts,
using their voices and playing musical instruments
with increasing accuracy, fluency, control, and
expression
improvise and compose music for a range of
purposes using the inter-related dimensions of
music
listen with attention to detail and recall sounds
with increasing aural memory
use and understand staff and other musical
notations
appreciate and understand a wide range of high-
quality live and recorded music drawn from
different traditions and from great composers and
musicians
develop an understanding of the history of music
Curriculum Overview 2021-2022 | 17Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Untuned Untuned Small percussion Xylophone/ Ukulele Online virtual
instruments instruments Xylophone Metallophone Keyboard orchestra
Metallophone Keyboard Mini-keyboard instruments
Tuned instrument Tuned instruments - Atayal instruments iPad/mixer Mini-keyboard
- Xylophone Xylophone, Keyboard Steel Drum Guitar/bass
Boomwhackers and Djembe 12 strings harp Xylophone
Musical Pads Recorder Harp
Computer
composition
Unison singing Round singing Part singing
Exploring Sounds Introduce Sounds, Structure and form Reading with Musical Elements
with singing orchestra symbols, and with instruments in ukulele
games. instruments steady beat two parts Instruments Music in different
timelines
Keeping Exploring orchestra Composers and Pentatonic music Improvising and
Steady beat instruments their famous with chords part playing Virtual Orchestra
Tunes instruments
Identify fast/slow Playing tuned Percussion Syncopation
music and untuned Rhythm board ensemble and tab reading Written
instruments and note Composition
Exploring sounds musically Reading Atayal instruments Ukulele chords and
Handling tuned note picking Online
and untuned Understanding Pentatonic Keyboard and composition &
instruments note duration melodies and chords Ensemble playing collaboration
appropriately (minim, crotchet, composition
quaver note and World music with Composition for
Exploring the crotchet rest) Djembe with Steel Drum playing ukulele
rhythm in the way call/response
we move Recognising pitch iPad Band
(line and space Basic songwriting
Exploring pitch notes in treble clef)
(high, middle and
low) Identifying
dynamics (piano
Length of sound – and forte)
moving or singing
to the sound Identifying tempo
(Lento, Andante
Using big and and Presto)
small movements
to move or dance Interpreting and
to music expressing ideas
and feelings about
music
Assessment
Students are assessed in a range of ways, including:
teacher observation self and peer assessment
peer observation question and answer sessions
Seesaw feedback anecdotal notes
18 | Curriculum Overview 2021-2022ART
Overview
Visual Communication is a language that all people to create sketch books to record their
speak; it cuts across all barriers and enhances cultural observations and use them to review and revisit
appreciation and awareness. The Visual Arts exercise ideas
and develop higher order thinking and build the to improve their mastery of art and design
concentration skills and perseverance needed to techniques, including drawing, painting and
succeed. sculpture with a range of materials (for example,
pencil, charcoal, paint, clay)
Art and craft projects aim to engage, inspire, and about great artists, architects, and designers in
challenge the children at TES. The students explore history
a variety of art materials and techniques. They learn
to plan, experiment, and evaluate their own work.
Students also learn about various artists and different Assessment
cultures and how to appreciate art from around the Continuous assessment occurs in art lessons.
world. Students are evaluated based on their ideas,
creativity, and art appreciation. Students are
Course Content expected to demonstrate an age appropriate level
of skill and ability to succeed in art. Students are
Art in year one is integrated into the year one
assessed on both the planning process and their
curriculum with support from the art specialist
final work that they create. Students are required
teacher. Art in year two to six is taught by the art
to participate in discussions to articulate their ideas
specialist teacher for the full year.
and evaluate their work using the vocabulary of the
visual arts.
Key Stage 1
Students learn:
Visual
to use a range of materials creatively to design and Year Group Themes
Elements
make products
to use drawing, painting, and sculpture to develop Line and
Year 2 Time
and share their ideas, experiences, and imagination Shape
to develop a wide range of art and design
techniques in using colour, pattern, texture, line, Year 3 Cultures Value
shape, form, and space
about the work of a range of artists, craft makers, Texture and
Year 4 Nature
and designers, describing the differences and Form
similarities between different practices and
disciplines, and making links to their own work Year 5 identity Colour
Key Stage 2
Year 6 Memory Space
Students learn:
to develop their techniques, including their
control and their use of materials, with creativity,
experimentation, and an increasing awareness of
different kinds of art, craft, and design
Curriculum Overview 2021-2022 | 19THE FOUNDATION
STAGE PROGRAMME
(Two years in duration and includes
Nursery and Reception)
Overview
In the BPS, children can begin Nursery at three The Foundation Stage in the British Primary
years or older. The Foundation Stage programme Section encompasses a play-based curriculum
is two years in duration. The Nursery unit is an with four guiding principles (see below). In
open, flexible learning environment made up of addition, the characteristics of effective teaching
four class spaces, in addition to outside areas. and learning are central to all practice. Shaping
The Reception unit consists of two pods with two our practice and provision are these guiding
classroom spaces in each pod. In addition, there principles:
is an outside space that all pods have access to.
During the Nursery year, students are enrolled
in either the half-day or full-day programme.
Half-day consists of five mornings (8:00-12:00).
Students who enroll in the full-day programme
are at school from 8:00 until 15:00 and have a
compulsory one hour rest time in the afternoon.
In Reception all children are full day students.
A Unique Positive Enabling Learning and
Child Relationships Environments Development
Every child is a Experiences in enabling
unique child, who is Children learn to be environments respond
strong and Children develop and
constantly learning to individual needs
independent through learn in different ways
and can be resilient, and forge a strong
positive relationships and at different rates
capable, confident & partnership between
self-assured school and home
20 | Curriculum Overview 2021-2022In planning, providing for, and guiding children’s activities, adults reflect on the different ways that children
learn. Early Years Foundation Stage (EYFS) characteristics of effective teaching and learning are:
Playing and exploring Active learning Creating and thinking critically
Children investigate and Children concentrate and Children have and develop their own
experience things, and keep on trying if they ideas, make links between ideas, and
'have a go' encounter difficulties, develop strategies for doing things
and enjoy achievements
Course Content
The curriculum is divided into seven areas
of learning and development. The first three
are prime areas that develop in response to
relationships and experiences, and run through
and support learning in all other areas. The prime
areas continue to be fundamental throughout all
the developmental stages of the EYFS. They are
Personal, Social and Emotional Development;
Communication & Language and Literacy; and
Physical Development (PD). Prime areas are the
focus areas and priority for teaching and learning
at this stage.
The prime areas underpin the specific areas.
The specific areas include essential skills and
knowledge. They are: Literacy, Numeracy,
Understanding the World, and Expressive Arts
and Design.
Assessment
The Individual Learning Record (ILR) assesses
students' developmental stages and learning.
Seesaw is used to capture evidence of learning
and used to measure students against the
standards in the ILR. Seesaw is open to parents
to see learning in progress.
Curriculum Overview 2021-2022 | 21CHINESE
LANGUAGE
AND CULTURE
(CLC) Course Content
Through a variety of creative and practical
activities, students are taught the knowledge,
Introduction cultural understanding, and Chinese language
In the British Primary Section (BPS) we offer Chinese skills needed to live in a Chinese speaking
lessons for all children from Year 1 to Year 6. Chinese environment. Students have opportunities to
is taught as a specialist lesson to our students practise their Chinese language skills in real life
across the European Primary Campus. Within their situations.
year group, children are grouped according to their
language ability in speaking, listening, reading and Students will learn to:
writing, allowing for targeted teaching and learning
to take place. The programme is taught using speak with increasing confidence, fluency, and
traditional Chinese characters. spontaneity, finding ways of communicating
what they want to say, including through
In Year 1 to Year 5, the Chinese Language and discussion and asking questions, and
Culture Programme (CLC) consists of two courses: continually improving the accuracy of their
Chinese Language and Chinese as a Foreign pronunciation and intonation
Language. From Year 6, the programme consists write some paragraphs using the variety of
of three courses: Chinese as a Foreign Language, grammatical structures that they have learned
Chinese Language and Chinese Language and
Literature.
Assessment
Students are given many opportunities to
demonstrate their learning and progress in
Chinese as a Foreign Language terms of the above key learning areas. They are
assessed on their developing Chinese language
Overview
skills in a variety of ways, including formal tests.
Chinese as a Foreign Language targets students
who are new to the language or have a limited
background in Chinese. Students develop an ability Student is able to take part in a basic
Year 1
to use the Chinese language effectively through a factual conversation on a learned topic.
range of topics studied. The four main language
skills of listening, speaking, reading, and writing are Students begin to recognise characters,
Year 2 read sentences with some pinyin help
the focus areas of study throughout Primary. and understand the meaning.
Students have opportunities to acquire a broad Students develop skills in writing Chinese
Year 3
range of subject knowledge and Chinese language characters and sentences.
skills, as well as to explore Chinese culture. The
Students are able to interact in a simple
aim is to help students develop a positive attitude Year 4 way with repetition and a slow rate of
towards Chinese language learning. Students speech.
learn how to communicate in Chinese, understand
Students develop presentation skills,
Chinese culture, and to be more confident living in a Year 5 reading, and understanding short
country where the Chinese language is spoken. paragraphs.
Students are able to generally identify
Year 6 the topic of discussion.
22 | Curriculum Overview 2021-2022Chinese Language
and Literature
Overview
The Chinese Language and Literature course targets
students who have a strong literary foundation and
who are fluent in both written and spoken Chinese.
The course is designed for competent Chinese
speakers and readers who use Chinese at a first
language level of proficiency and aim to continue
their Chinese first language pursuit at secondary Assessment
school and beyond. Students engage with selected
Students are given many opportunities to
classic texts and modern pieces of literature. They
demonstrate their learning and progress in terms
learn how to appreciate and evaluate the cultural
of content knowledge and key skills. Students
and social contexts in a wide range of oral and written
are assessed on both the planning and learning
communications, including etiquette specific to
process, as well as the final outcome of the work
Chinese.
they create.
Course Content
Students develop their reading and writing
The Chinese Language and Literature course aims to to achieve a full, literal understanding of the
ensure that all students: Year 6 content of many learned text types, showing a
good understanding of common text structures
in written communications.
obtain the essential knowledge and skills required
to facilitate their learning and understanding
about Chinese literature from a variety of authentic
materials
develop the ability to think and comment critically
about the literary works studied
Curriculum Overview 2021-2022 | 23Chinese Language
Overview
The Chinese Language course of study targets
students who have a strong literary foundation in
Chinese and are orally fluent. The focus of the course
is on further enhancing students’ literary and written
communication skills.
Course Content
Students develop a very strong literary foundation
and communication skills associated with each of the
different topics.
Chinese Enrichment Pathway
Assessment
Summative assessments are conducted to monitor Overview
students’ progress in speaking, reading, writing, and A Chinese Enrichment Pathway is in place for the
listening, as well as to ensure their accurate course 2021-22 school year in Reception, Year 1 and Year 2.
placement. Formative assessments are conducted This pathway is part of our commitment to developing
as part of day to day teaching and include class language within the British Primary Section.
discussions, individual and group presentations,
quizzes, role play, etc. Course Content
In Reception, Chinese Enrichment gives all students
Student can recognise characters exposure to Chinese Language learning. Chinese
Year 1 through short rhymes, songs, and signs. Enrichment teachers work alongside the English only
teachers in all classrooms.
Students develop ability to read a short
Year 2 paragraph with necessary help and begin
to learn writing Chinese characters. In Year 1 and Year 2 we work together with families
on an optional pathway. The addition of Chinese
Students develop their ability to write Enrichment Teachers in these year groups gives
Chinese characters and sentences. They additional focus on Chinese Language learning in
are able to understand texts on familiar,
Year 3 concrete matters, short, simple texts e.g. addition to the regular CLC sessions.
most everyday signs, notices and
instructions, as well as some age or level
appropriate advertisements. This pathway allows for more authentic teaching,
as children’s Chinese is developed alongside the
Students develop presentations skills, as English curriculum, allowing children to bridge their
Year 4 well as independent reading and writing
understanding in Chinese to new learning in English.
with necessary help.
It also supports children new to Chinese and exposes
them to stories, songs, and simple vocabulary.
Students develop the reading skills
necessary to be able to identify the main
theme and understand the general
Year 5 messages conveyed by some
straightforward texts. They are able to
control a narrow repertoire dealing with
concrete everyday writing needs.
Students develop presentation skills and
are able to speak confidently. Students
are able to identify and allocate specific,
predictable information in simple everyday
Year 6 material. Students are able to use
reasonably and accurately a repertoire
of frequently used 'routines' and patterns
associated with more familiar reading and
writing topics.
24 | Curriculum Overview 2021-2022PSHE
Overview
PSHE (Personal Social and Health Education) is a These in turn are grouped into three core
programme for life (#PSHE4Life). A school subject themes: health and wellbeing, relationships and
through which pupils develop the knowledge, living in the wider world (citizenship including
skills and attributes they need to keep themselves: economic wellbeing). There is also a termly revisit
healthy and safe, and prepare them for their of safeguarding by phase throughout the year.
future in modern society. Children need to manage
many of the critical opportunities, challenges and The PSHE curriculum is delivered to all students
responsibilities they will face as they grow up. By from the Early Years Foundation Curriculum
teaching pupils key skills and knowledge to stay safe through to Key Stage 2. In the Early Years, PSHE
and healthy, and by building self-esteem, resilience is introduced as PSED (Personal Social Emotional
and empathy; an effective PSHE programme can Development) and delivered throughout the year
tackle barriers to learning, raise aspirations and as one of the 7 areas of learning; prime learning
enhance academic performance. area. In Key Stage 1-2, PSHE is covered through
a weekly PSHE phase assembly that focuses on
At BPS, the PSHE programmes of study aim to common PSHE topics relevant to each phase
develop our students’ TES values: Participation, as well as building awareness by celebrating
Perseverance Creativity, Responsibility, Respect international events. In addition, children have
alongside the BPS Learner Profile and many a scheduled, weekly 40 minutes circle time
other skills and attributes such as resilience, to cover the programmes of study alongside
self-esteem, risk-management, teamwork two, one week PSHE topics through links with
and critical thinking in the context of learning. the integrated curriculum. Furthermore, to
strengthen the whole-school learning, there is
a whole-school start of the year ‘All About Me’
unit, a termly phase revisit of safeguarding and in
Term 2, a phase wellbeing unit.
Below are the topics of learning (this is not necessarily the order of teaching and learning).
Year Intensive Week Long
Long Units (4-6 Weeks)
Group Integrated Units
Understanding my Keeping Myself Caring for Being Kind to Making & Keeping
1 Feelings Clean My Classroom Others
Road Safety
Friends
Making &
Caring for My
2 Managing My Feelings Maintaining Good to Be Me
Community
Healthy Body Anti-Bullying
Friendships
Stranger Reduce
It’s Okay to Make
3 Good Manners Mindfulness PAWSB
Mistakes
Online Safety Danger-Who Reuse
Can Help Me? Recycle
Being a
Making & Maintaining Being a Responsible Personal
4 Friendships
Think Positive
Citizen
Gracious
Hygiene
Anti-Bullying
Winner * Loser
5 Be Yourself Equality & Diversity Being a Role Model E-Safety RSE: Puberty First Aid
Human Rights & Online Safety-
6 Being a Leader
Discrimination
Risk Management
Social Media
RSE: Puberty Anti-Bullying
Curriculum Overview 2021-2022 | 25You can also read
